Challenges of Modality in Written Texts by Yoruba-English Bilingual Secondary School Students in Ekiti State, Nigeria

Abstract

This paper investigates the challenges associated with the use of modality in the written English of Yoruba-English bilingual secondary school students in Ekiti State, Nigeria. As a complex linguistic feature, modality presents significant difficulties for second language (L2) learners, particularly in contexts where the first language (L1) and L2 have different modal systems. Through document analysis of student writing samples and a comprehensive review of relevant literature, this study identifies common errors in the use of epistemic and deontic modality, examines the influence of Yoruba (L1) on students' use of English (L2) modality, and explores pedagogical factors contributing to these challenges. The findings suggest that L1 interference, coupled with inadequate instructional practices and insufficient exposure to authentic English texts, contributes significantly to students' difficulties with modality. The paper concludes with evidence-based recommendations for a more explicit and contrastive approach to teaching modality in Nigerian secondary schools, aiming to improve students' grammatical accuracy and communicative competence in English. This study contributes to the broader understanding of second language acquisition in multilingual African contexts and has important implications for English language pedagogy in Nigeria.